Curriculum and Instructional Planning
What the domain tests
This domain asks whether you can translate curriculum documents into coherent, sequenced instruction. Expect questions on curriculum components, lesson and unit planning, alignment, and differentiation.
Concepts to master
Understand the elements of curriculum - aims, objectives/outcomes, content, methods, and evaluation - and how they must align (constructive alignment). Know the parts of a lesson plan: objectives, prior-knowledge check, introduction, presentation, guided and independent practice, and closure/assessment. Understand scope and sequence, vertical and horizontal alignment, and the principle of backward design (start from desired outcomes and evidence, then plan activities). Recognize differentiation by content, process, and product.
Traps to watch for
- Objectives that describe teacher activity ("I will explain") rather than learner outcomes ("students will be able to…").
- Activities that are engaging but do not serve the stated objective (misalignment).
- Confusing differentiation with lowering standards; it adjusts the route, not the destination.
- Ignoring prerequisite sequencing when planning a unit.
Rule of thumb
Plan backward: state the outcome, decide what evidence will show it, then design activities that produce that evidence. Every activity should trace back to an objective.
Worked example
Outcome: students will compare two sources on the same event. Backward design first defines the evidence (a written comparison using criteria), then selects activities (modelled comparison, guided practice, independent task). An unrelated video, however engaging, would be misaligned and should be cut or reframed to serve the outcome.